document resumf4 - eric · 2014. 2. 24. · statement'of assurance. it 1,141:e policy of the...

ED 254696

TITLE-

INSTITUTIONSPONS AGENCYPUB DATENOTE

PUB TYPE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

DOCUMENT RESUMF4

CE 040 972

Stationary Engineers Ap. nticeship. Related TrainingModules. 2.1-2.6 Safety.Lane Community Co11, Eugene, Oreg.Oregon State Dept. of Education,\Salem.(82]99p.; For other apprenticeship documents,'see CE 040971-990. For pre7apprefiticeship documents coveringsafety (using many of the same modules), see ED 217269 - 274., Many of the modules are duplicated in CE 04'O965 and CE 040 991.Guides Classroom Use Materials (For Learner)(051)

MF01/PC04 Plus Postage.*Apprenticeships; Behavioral Objectives; Electricity;Fire Protection; Hand Tools; IndividualizedInstruction; Job Skills; Learning Modules;.*Occupational Safety and Health; PostsecondaryEducation; Safety; *Safety Education; *Trade andIndustrial EducationPower Tools; *Stationary Engineering

ABSTRACTThis packet of six learning modules on safety is%one

Of 20 such packets developed for apprenticeship training forstationary engineers. Introductory materials are a complete listingof all available modules and a supplementary reference list. Eachmodule contains some or all of these components: goal, performancesindicators, study guide (a checklist of steps the student shouldcomplete), an introduction, informationiheets, a vocabulary list,assignment sheet, job sheet', self-assessment, self-assessmentanswers, post-assesment, and instructor post-assessment answers. Thesix training modules cover Oneral safety, hand tool safety, powertool safety, fire safety, hygiene safety, and safety and electricity.(YLB)

***************************************t*******************************Reproductions supplied by EDRS are the best that can be made

from the original document.*************.c******************************************************

a

gq)2mairm

APPRENTICESHIP

RELATEDTRAINING. MODULES

a./ ?ab \YArETY

U.15. UtVA/I I NRg I UP ttillk.A I WelNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCFNIFR IFRIC

rim 101...,,f has been leproliti. nrl .1%

IV( fR4141 trnrn the person 01 otpi,.bit.or,onwrialifici it

hall9p4 h,IVn 'WW1 111.11i0 lolepfOli111.10111).01.ty

Prnrntti nt v114,6. If .p.,,IMs ,1,1W1111,e'nf ill, 11,11 Nitpnybnn 1,r 111,111$,

10

PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO (HE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)"

STATEMENT'OF ASSURANCE.

IT 1,141:E POLICY OF THE OREGON DEPARTMENT OF EDUCATION

THAT NO'PBRSON BE SUBJECTED TO DISCRIMINATION ON THE

BASIS OF RACE, NATIONAL ORIGIR, SEX, A6E, HANDICAP OR

MARITAL STATUS IN ANY PROGRAM,ISERVICE OR ACTIVITY FOR

WHICH THE OREGON DEPARTMENT OF EDUCATION IS RESPONSIBLE.

THE DEPARTMENT WILL COMPLY WITH THE REQUIREMENTS OF STATE

AND FEDERAL LAW CONCERNING NON-DISCRIMINATION AND WILL

STRIVE BY ITS ACTIONS TO ENHANCE THE DIGNITY AND WORTH

OF ALL PERSONS,

STATEMENT OF DEVELOPMENT

THIS PROJECT WAS DEVELOPED AND PRODUCED UNDER A SUB-CONTRACT

FOR THE OREGON DEPARTMENT OF EDUCATION BY LANE COMMUNITY

COLLEGE, APPRENTICESHIP DIVISION, EUGENE; OREGON, 1984.

LANE COMMUNITY COLLEGE IS AN AFFIRMATIVE ACTION/EQUAL

OPPORTUNITY INSTITUTION.'

Pagel

APPRENTICESHIP

1.1

1.2

1.3

1.4

STATIONARY ENGINEERSRELATED TRAINING MODULES

COMPUTERS

Digital LanguageDigital,LogicComputer Overview'Computer Software

2.1 General Safety2.2 Hand Tool.Safety"2.3 Power TOol Safety,2.4 Fire Safety2.5 Hygiene Safety2.6 Safety and Electricity

DRAWING:

3.1 Types of Drawings and Views3.2 Blueprint Reading/Wbrking Drawings3.3 Scaling and Dimensioning c)

3.4 Machine ,and Welding Symbols1

TOOLS

4.1. Measuring, Layout and Leveling Tools

4.2 Boring and Drilling Tools

4.3 Cutting Tbols, Files and Abrasive

4,4 Holding and Fastening Tools4#5 Fastening Devices

ELECTRICITYJELECTRONICS

Ms,

5.1 Basics of Energy'.

5.2 Atomic Theory5.3, Electrical Conduction5.4 Basics of Direct Current5.5 Introduction to Circuits5.6 Reading Scales5.7 Using a V.O.M.

5.8 OHM'S Law5.9 Power and Watt's Law

5.10 Kirchoff's Current Law

5.11 Kirchoff's Voltage Law

5.12 Series Resistive Circuits

5.13 Parallel Resistive Circuits

5.14 Series -.Parallel Resistive Circuits

05.15 Switches and Relays5.16 Basics of 41ternating Currents5.17 Magnetism

6.1

6.2

6.3

6.4

6.5.

6.6

6.7

6.8

6.9.10

6.11

6.12

V

7.1

7.2

7.3

7.4

7.57.67.7

7.8

7.9.

7.107.117.12

7.13

7.14

8.1

8.2

8.3,

8.4

8.5

8.6

8.7

8.8

8.9

8.10

8.11

8.12

8.13

HUMAN RELATIONS

Communications SkillsFeedback

Individual StrengthsInterpersonal ConflictsGroup Problem Solving,, Goal-setting and Decisiofti-making

WOrksite VisitsResurfes

InterviewsWork Habits and AttitudesWider Influences aneResponSit4litiesPersonal FinanceExpectations .

TRADg MATH

Linear - MeasureMole Numbers

Page II

Addition and Subtraction of Common'Fraction and Mixed NumbersMaltiplication and Division of Common Fractions and Whole and

Mixed Numbers., 1,Compound Numbers,PercentMathematical FormulasRatio and'ProportionPerimeters, Areas and %plumesCircumference and Wide Area of CirclesArea of Planes, Figures, and Volumes of Solid FiguresGraphsBasic TrigonometryMetrics

HYDRAULICS

Hydraulic§HydraulitsHydraulicsHydraulicsHydraulicsHydraulicsHydraulicsHydraulicsHydraulicsHydratilics

HydrdUlicsHydraulicsHydraulics

- LeverTranSmission of Force

- Symbols- Basic Systems- Pumps- Presdure Relief Valve.- Reservoirs- Directional Control Valve

- Cylinders- Forces, Area, Pressure- Conductors and Connectors- Troubleshooting- Maintenance

J

4

R.

REFRIGERATION

9.1 Refrigeration -9.2 Refrigeration -9.3 Refrigeration -9.4 Refrigeration -9.5 Refrigeration -9.6 Refrigeration -

IntroductionCompressorsImperature ControlsCondensers and EvaporationPurge, Evacuate, RechargeTroubleshooting

MACHINE COMPONENTS '

10.1 Machine ComPonents -10.2 Machine Components -10.3 Machine Components 710.4 Machine Components -10.5 Machine Components -

LUBRICATION

ShaftsBearingsSeals and GasketsChain ShaftsBelts and Pulleys

11.1' Lubrittation - Introduction

11.2 LUbrication - Standards and Selection of Lubricants

12.1

12.2

12.3_

12.4

12.5

12.6

12.7

12.812.9

BOILERS

BoilersBoilersBoilersBoilersBoilersBoilersBoilersBoilersBoiltrs

- Fire 'Moe Types- Watertube Types- Construction -

- Fittings- Operation- Cleaning- Heat Recovery Systems- Instruments and Controls- Piping and Steam Traps

PUMPS

13.1 Pumps - Types and Classification13.2 . Pumps - Applications

Pumps - Construction ,

13.4 Pumps - Calculating Heat and Flow

13.5 Pumps - Operation13.6 Pumps - Monitoring and Troubleshooting13.7 Pumps - Maintenance

STEAM

14.1 Steam - Formation and Evapotation14.2, Steam - Types14%3 Steam - Ttansport14.4 Steam - Purification

15.1

15.2

TURBINES

Steam'Turbines - TypesSteam Turbines - Components

Page III

e

Page IV

15.3 Steam Turbines - Auxillaries

15.4 Steam Turbines Operation and Maintenance

15.5 Gas Turbines

COMBUSTION

16.1 Canbustion - Process

16.2 Combustion - Types of Fuel

16.3 Cambustion - Air and Fuel Gases16.4 Canbustion - Heat Transfer

16.5 Canbustion - Wood

FEEDWATER

17.1 'Feedwater - Types and Equipment17.2 Feedwater - Water Treatments17.3. Feedwater - Testing

GENERATORS

18.1 Generators - Types and Construction

18.2 Generators - Operation -4

AIR COMPRESSORS

19:1 Air Compressors -,. Types

19.2 Air Campressori - Operation and Maintenance

MISCELLANEOUS

20.1 Transformers

121.1 Circuit Protection

22.1 Installation -'Foundations22.2 Installation - Alignment

23.1 Trade Terms 4

Q.(

STATIONARY ENGINEER

SUPPLEMENTARY REFERENCE DIRECTORY

Note: All reference packets are numbered on the upper right-hand corner of the respective cover page.

SupplemeqtaryPacket # Description Related Trainina Module

12.1 Correspondence Course, Lecture 1, Sec, 2, Steam Generators, Typesof BoAers I, S.A.I.T., Calgary, Alberta, Canada

12.2 Airrespondence Course, Lecture 2, Sec. 2, Steam Generators, Types.

of Boilers II, S.A.I.T., Calgary, Alberta, Canada

12.1

12.2

Boilers, Fire Tube Type

Boilers, Water Tube Type

12.3 Correspondence Course, Lecture 2, Sec. 2, Steam Generators, Boiler 12.3 Boilers, Construction'Jionstruction & Erection, S.A.I.T., Calgary, Alberta, Canada

12.4 Correspondence Course, Lecture 4, Sec. 2, Steam Generators; Boiler 12.4 Boilers, FittingsFittings II, S.A.I.T., Calgary, Alberta, Canada

12.4 Corresondence Course, Lecture 4, Sec. 2, Steam Generators, Bbfler 12.4 Boilers, FittingsFitting I, S.A.I.T., Ca ,lgary, Alberta, Canada

12.5 'Correspondence Course, Lecture-16, Sec. 2, Steam Generation, Boiler 12.5 Boilers, OperationOperation, Maintenancer Inspection, S.A.I.T., Calgary, Alberta,Canada

12.7 i Correspondence Course, Lecture 3, Sec.*2, Steam Generation, Boiler 1.2.7 Boilers Heat RecoveryDetails, S.A.I.T., Calgary, Alberta, Canada Systems

12.8 Refer to reference packet 14.3/12.8PUMPS

13.1 Correspondence Course, Lecture 9, Sec. 2, Steam Generator, Power 13.1 Types & Classification

13.2. Plant Pumps, S:A.I.T., Calgary, Alberta, Canada, 13.2 Applications

13.4 13.4 Calculating Heat & Flow

13.6 13.6 Monitoring & Troubleshkting13.7 13.7 Maintenance

13.3 Correspondence Course, Lecture 6, Sec. 3, Steam Generators, Pumps, 13.3 Construction13,5 S.A.I.T., Calgary, Alberta, Canada 13.5 Operation

4

I

. Stationary EngineerSupplementary Reference Directory

"Page 2

SupplementaryPacket II Description

14.3 Correspondence Course, Lecture 6, Section 3, Steam Generators, Steam

12.8 Generator Controls, S.A.I.T., Calgary, Alberta, Canada

2 14.4

15.1

15.2

15.3

15.4

15.5

16.2

16.2

16.3

1/.1

17.?

iU

Correspondence Course, Lecture 11, Section 2, Steam Generators,

Piping II, S.A.I.T., Calgary, Alberta, Canada

Correspondence Course, Lecture 1, Sec. 4, Prime Movers & Auxiliaries,

Steam Turbines, S.A.I.T., Calgary, Alberta, Canada

Correspondence Course, Lecture 4, Sec. 3, Prime Movers, SteamTurbines I, S.A.I.T., Calgary, Alberta, Canada

Correspondence Course, Lecture 2, Sec. 4, Prime Movers & Auxiliaries,Steam Turbine Auxiliaries, S.A.I.T., Calgary, Alberta, Canada

Correspondence Course, Lecture 6, Sec. 31/Prime Movers, Steam TurbineOperation & Maintenance, S.A.I.T., Calgary, Alberta, Canada

Correspondence Course, Lecture 8, Sec. 3, Prime Movers, Gas Turbines,

S.A.I.T., Calgary, Alberta, Canada

Boilers Fired withlolood and Bark Residues, D.D. Junge, F.R.L., O.S.U.

1975

Correspondence Course, Lecture 5, Sec. 2, Steam Generators, Fuel

Combustion, S.A.I.T., Calgary, Alberta, Canada.

Correspondence Course, Lecture 5, Sec. 2, Plant Services, Fuel &Combustioq, S.A.I.T., Calgary, Alberta, Canada.

Correspondence Course, Lecture. 12, Sec. 3, Steam

Treatment, Calgary, Alberta, Canada

Correspondence Course, Lecture 12, Sec. 2SteamTreatment, S.A.I.T., Calgary, Alberta, Canada

Generation, Water

GenerAiOn, Water

Related Training Module

14.3 Steam, Transport12.8 Boilers, Instruments &

Controls

14.4 Steam, Purification

15.1 Steam Turbines, Types

15.2 Steam Turbines, Components

15.3 Steam Turbines, Auxiliaries

.15.4 Steam Turbines, Operation &Maintenance

15.5 Gas TUrbines

16.2 Combustion Types of Fuel

16.2 Combustion Types of Fuel

16.3 Combustion, Air & Fuel Gases

17.1' Feed Ac2ter, Types &

Oper-j-Yci

17.2 Fr r,,.: 'doter Treatments

Stationary EngineerSupplementary Reference Directory

Page 3 !".

-Supplementary

Packet # DescriptionRelatecF Training Module

17.3 Correspondence Course, Lecture,7, Sec. 2, Steam Generators, Boiler

Feed Water Treatment, S.K.1.T., Calgary, Alberta, Cana 5

*17.3 Feed Water, Testing

18.1 Correspondence Course, Lecture 2, Sec. 5, Electricity, Direct 18.1 Generators, Types &

Current Machines, S.A.I.T., Calgary, Alberta, Canada 'Construction

18.1 Correspondence Course, Lecture 4, Sec. 5, Electricity, Alternating 18.1 Generators, Types &

18.2 Current Generators, S.A.I.T., CalgaPy,.Alberta, Canada Construction* .

18.2 Gperators, Operation

19..1 Corrspondence Course, Lecture 5, Sec, 4, Prime Movers & Auxiliaries,

Air Compressor I, S.A.I.T., Calgary, Alberta, Canada

19.1 Air Compressors, Types

19.1 Correspondence Course, Lecture 6, Sec. 4, Prime Movers & Auxiliaries, 19.1 Air Compressors'; Types

19.2 Air Compressor II, S.A.I.T., Calgary, ATWta, Canada 19.2 AirCompressors, Operation& Maintenance

20.1, Basic Llearomcs, !Dever Transformers, EL-BE-51 20.1 Transformers

21.1 Correspondence Course, Lecture 7, Sec. 5, Electricity, Switchgear 21.1 Circuit Protection

& Circuit, Protective Equipment, S.A.I.T,, Calgary, Alberta, Canada

'11CC Currespondehce Course, Lecture 10, Sec. 3, Prime Movers, Power Plant 22.1 Installation Foundations

[ruction & S.A.I.T., Calgary, ATherta, Canada

n

RECOMMENDATIONS FOR USING TRAINING MODULES

The following pages list modules and their corresponding, numbers for this

particular apprenticeship trade. As related training classroom hours

vary for different reasons throughout the state, we recommend that

the individual apprenticeship committees divide the total packets to

fit their individual claSs schedules.

There are over 130 modules available., Apprentices can complete the

whole set by the end of their indentured apprenticeships. Some

apprentices may already have knowledge and skills that are covered

in particular modules. In those cases, perhaps credit could be

granted for those subjects, allowing apprentcies to advance to the

remaining modules.

We suggest the the apprenticeship instructprs assign the modules in

numerical order to make this learning tool most effective.

t '.I

SUPPLEMENTARY INFORMATION

ON CASSETTE TAPES

Tape 1: Fire Tube Boilers Water Tube Boilersand Boiler Manholes and Safety Precautions

Tape 2: Boiler Fittings, Valves, Injectors,Pumps and\Steam Traps

Tape 3: Combustion, Boiler Care and Heat Transferand Feed Water Types

Tape 4: Boiler Safety and Steam Turbines

NOTE: The above cassettereference materialindicated, and not

tapes are intended as additionalfor'the respective modules, asdesignated as a required assignment.

12.1.11111X

2.1 /

PENERAL SAFETY

isc

Goal:

The apprentice will be able todescribe general safety procedures.

Performance Indicators:

16

1, Describp safety

2. Describe causes

3. Describe unsafe

4. Describe safety

awareness.

of accidents.

acts.

planning.

INDIVIDUALIZED LEARNING SYSTEMS

4

Study Guide

This study guide is to be used by the student as a "blueprint" to successfully

complete this module. Please complete all'of the following stepso.and check them

off as you complete them.

1. Familiarize yourself with the Goal and Performante Indicators of thismodule. This will give you an overall view of what the module containsand what you'll have to do to complete it.

2. Study the Information section thoroughly. This will provide you with theknowledge necessary to pass the exam.

3. Take the Self Assessment Exam which follows the Information section. The

exam is designed to determine whether you have learned enough from theInformation section to sucessfully complete the Post Assessment exam.You may refer to the Information section for assistance, but If you havetoo much trouble on the Self Assessment portion, you should re-study theInformation section before going to step 4. Compare your Self Assessment

answers with those on the Self Assessment Answer Sheet following theSelf Assessment exam. -..r-Complete the Post Assessment Exam and turn it in to your instructor forgrading. It is recommended that you score 90% or better on the PostAssessment before going on to the next module.

1 /

.INDIVIDUALIZED LEARNING SYSTEMS

Intro uctionar

GENERAL, SAFETY o

THE IMPORTANCE ORSAFETY

Employees owe it to themselves, their families, their co-workers, and their employers

to work in the safest manner. Unless safety principles and practices are faithfully

'User* every day, the time and effort 'an apprentiCe puts forth in learning a trade

could become a tragic waste. Taking the time now to learn about job safety can

mean the difference between life and death or between living a normal, productive

life and having to struggle for a decent living as a result of'a physical handicap.

By their very nature, occupations within the construction industry are extremely

hazardous, and an employer or an employee who lacks concern for on-the-job safety,

contributes toward an increased possibility occident or death on the job.

This topic and those that follow on safety a> esigned to help apprentices become

aware of some of the hazards of the trade, to help them become safety minde44_and

to enable them to use their reasoning powers to recognize dangerous situations.

1

1d

1


InformationFor the past several years, the number of employeeS killed has averaged 14,200 a

year. 'From 1960 through 1970 there were over 150,000 fatalities. In 1972, more

than 50 million employee-days were lost because of disabling injuries, and the

known cost of accidents--not counting property damage--was over $11.5 billion.

Unknown costs, resulting directly from accidents but not recorded, or not'possibie

to record, are several times higher. These figures do not include most of the

deaths and disabling illnesses-from occupational disease. Most of these were not

recorded before enactment of the Williams-Steiger (OSHA) Act.of 1970. o

Recently, employers,''unions, employees, and various government agencies have seen

IIIthe need for developing effective programs to improve occupational safety and health.

4147 The importance of keeping employees safe and healthy has achieved such widt-spread

recognition that a broad and detailed national program finally has emerged.'

Everyone is beginning to realize there is an obligation to protect individuals from

on-the-job accidents and illnesses.

While more than 50 million employee.days were lost in 1972, it's obvious that great

,losses in employee productivity, not to mention the 14,000 employees killed, were

recorded. For example, it wouldtake 188,000 men, working for one year, five days a

week, eight hours a day, with no vacations or time off, to make up for this lost,

time. These figures point out that too many employees are disabled form industrial

accidents. However, many disabling injuries can be prevented.

It is impossible to put a dollar value on the tremendous wasted ability and contri-

bution lost to society because of the death or disability of a fellow human.

CAUSES OF ACCIDENTS

411 An accident is an unplanned and unforeseen occurence that interferes with or

interrupts the orderly progress ()tan activity. Although by this definition

4) accidents do not necessarily involve injury or death, in fact they all too often,

do. Accidents that do occur should be analyzed to determine why tnd how they

occurred and to determine.what steps should be taken to ensure that similar

accidents do not occur agaln. Accidents are caused for the most part by unsafe

conditions, unsafe acts, or 'some combination of these two hazards.

. Unsafe conditions on the job site may be present in the form of equipment that is

poorly designed or constructed, improperly installed, or badly maintained. Un-

guarded equipment, defective or wrong hand-tools, poor housekeeping, and inadequate

lighting are common factors that make for unsafe working conditions.

UNSAFE ACTS

'Unsafe acts are violations of safe working practices. Wearinvloose-fitting.

clothing on the job, operating machinery without the required guardi or

improperly throwing instead of carrying materials, lifting or carrying with the .back

bent, and engaging in horseplay on the job are all examples of unsafe acts.

Unsafe conditions and unsafe acts are both threats' to the worker's safety, but the

IIImajority of industrial accidents are caused by a combination of these hazards. A

wheelbarrow with cracked or loose handles (unsafe condition) may not play a part

in an accident until a worker attempts to move a-heavy, unbalanced load in it

(unsafe act): A power saw with.an unguarded blade is not likely in itself to cause

an accident, but a severe injury can result if a worker disregards the unsafe

condition of the machine and as a result gets his hand in the-way of the blade.

PREJOB SAFETY PLANNING

Although a great deal of time and money have been spent by safety-oriented organiza-

tions to *prove accident-prevention efforts on the job site, prejob planning

continues to be of the utmost importance in providing for the safety of those

involved with a construction project. This planning is a cooperative effort and

demands the participation of the contractor, the union representative, and the

workers. During the prejob planning, an attempt is made to establish rules for

safety on the particular project, to anticipate problems that could arise, and to

determine appropriate methods for protecting the persons involved with the job and

the job site.

In the decade of the 60's, a sharp increase of job related accidents occurred (29%).

A wider use of new chemicals and hazardous materials created a greater source of

unsafe conditions. Labor's concern for a safe workplace pushed for passage of

legislation and in 1970 the Williams-Steiger bill was passed. You know it as

OHSA, the Occupational Safety and Health Bill of 1970.

THE WILLIAMS-STEIGER OCCUPATION. SAFETY AND HEALTH ACT OF 1970

In passing the Williams- Steiger Occupational Safety and Health Act of 1970 (OSHA),

the federal government declared safety on the job to be everyones responsibility.

The purpose of OSHA, which became effective in 1971, is to preserve human resources

And to ensure so far as possible that every worker in the nation will have safe and

healthful working conditions. This law applies to all states and U.S.--territories,

but it provides that the states'may develop their own plans for meeting the require-

ments* of the law.

RESPONSIBILITY OF EMPLOYERS.

The Williams-Steiger Act requires that every employer furnish his employees a

place of employment that is free from recognized hazards that might cause serious

Sinjury or death. The act further requires that employers comply with the specific

safety and health standards issued by the U.S. Department of Labor.

RESPONSIBILITY OF EMPLOYEES

In accordance with the provisions of the Williams-Steiger Act, all employees must

comply with safety and health standards, rules, regulations, and orders issued

under the act and applicableto their personal conduct.

ADMINISTRATION OF THE WILLIAMS-STEIGER ACT

The administration and enforcement of OSHA are vested primarily in the Secretary

of Labor and the New Occupational Safety and Health Review Commission. The basic

purpose of the Act is to assure, as far as possible, every working man and woman

in the nation safe and healthful working conditions and to preserve our human

resources." The "safe and healthful working conditions" will be assured by

authorizing enforcement of the standards developed under the Act. Assisting and

encouraging the states in their efforts to assure safe and healthful working

conditions and providing for research, information, education, and training in the

0 field of occupational safety and health are also intents of the Act.

21

J

OSHA covers about 60,000,000 people in 5,000,000 workplaces; excludes Federal '

employees, State and political subdivisions thereof and certain waterfront workers.

APPRENTICESHIP AND SAFETY

A major goal of all apprenticeship programs is to provide the apprentice with the

knowledge and skills needed to work safely in his or her trade. Much time, effort,

and money will be,devOted to making an apprentice a skilled craftworker, all of

which will be wasted if.an industrial accident cuts short the apprentice's career

and perhaps, life.

4Apprentices are expected to learn how to work safely; to study the laws governing

safety; to understand the principles upon which safe work practices are based; and

to conduct themselves at all times with due consideration for their own safety and

that of their co-workers.

The apprentice should keep in mind thatOiccidents do not just happen. Accidents

are caused by people, and they happen most often to people who fail to work in a

safe manner.

VOCABULARY

Tefms and Definitions

A. OSHAct--An abbreviation for the Occupational Safety and Health Act of 1970.The Act provides for minimum safety and health standards for working conditions.It is a Federal Act of Congress.

B. OSHA--An abbreviation for the Occupational Safety and Health Administration.'It OSHA is part of the United States Department of Labor and its main duties are to:

1. Encourage employers and employees to reduce hazards in their workplaces.

2. Establish responsibilities and rights of employers and employees.

3. Encourage new safety and health programs.

4. Establish record keeping procedures to keep track of injuries and illnessesthat happen on/or because of the job.

5. Develop standards and enforce them.

6. Encourage the states to establish safety and health programs.

C. Standards--These are the rules that are set up by OSHA to provide minimumassurance of on-the-job safety. We will be concerned mainly with constructionstandards. There are two types of standards:

1. Horizontal standards - those applying to all industries.

2. Vertical standards - those applying to one special industry.

D. Variance--This is an exemption for an employer from4a particular standard.There are several types of variances:

1. Temporary - when a standard cannot be complied with so other arrangementsare made for the time being.

2. Permanent - when a means different from the standard provides adequate safetyand health conditions.

3. Experimental - when testing new methods of safety.

4. Other - when there is a national emergency. situation.

E. Accident--An unplanned, uncontrolled event which results in 'personal injury orthe chance of personal injury. Accidents cost the U.S. at least $47 billion ayear. Of this, $16 billion is due to accidents at.work. Work accidents killmore than 12,000 people and cause over 2,000,000 disabling injuries per yearin the U.S. .

F. Hazard--Something that is potentially dangerous and if not corrected could causean accident.

G. Contractor--An employer in construction. There are two types:

1. Prime or general contractor - the contractor in charge of the entireconstruction project and all of its phases. He or she is responsible forthe overall safety and health of everyone working.

2. Sub-contractor - a contractor who works for the prime or general contractorand is responsible for some phase of the project such as pluming or painting.Each sub-contractor is responsible for the safety and health of his/her ownemployees.

H. Safety Director--The person responsible for putting a good safety program towork and keeping it running effecttmely on a company-wide basis. In largecompanies there may be a full-time safety director, 4111 ITTrnall companies thesuperintendent or the contactor may act as the safety director along with hisor her other duties.

I. Project Superintendent--The person in charge of the entire project, usuallyreporting to the prime contractor. This person is responsible for putting thesafety program to work on the project and making sure the workers follow it.

J. Safety Supervisor-4n large projects there may be a full-time perion who isassigned by the 'superintendent to run the safety program, including inspections,investigations, and record keeping.

K. Foreman--The person in charge ofusually very experienced in her

Olb

L. Employee--Anyone who works for a(TM 110- 1)

a small gr661,or his trade.

contractor or

of employees. He or she is

is working on the job site.


SelfAssessment

Deterffiine the correct word(s) for each statement and fill in the blanks.

1. Accideqs are caused for the most part by unsafe

, or a combination of these hazards.

,,.. unsafe

2. In passing the Williams-Steiger Occupational Safety And Health Act of 1970,

the fedell government declared that on4the-job safety is the responsibility

of

3. The responsibility for administering the Williams-Steiger Act rests with the

Secretary of

4. Anyone known to be under the influence of

not be permitted on the job while in that condition.

should

5. Employees should be alert to see.that all guards and other protective devices

are in their proper places and adjusted, and they should report any. .deficiencies

to the or

6. Repairs or adjustments to machinery should not be.made while the equipment is

in

7. A worker whose regular duties do not include operating machinery or'equipment

should not attempt to do so Without special

8. An accident is an and occurrence.

f.


Self AssessmentAnswers

1. conditions, acts

2. everyone

3. labor

4. intoxicants, drugs

5. foreman, safety supervisor

6. motion

permission

8. unplanned, unforeseen

26

INDIVIDUALIZED LEARNING SYSTEMS_

PostAssessmentDecide which of the four answers is correct, or most nearly correct; write the

corresponding letter in the blanks at the left of each question. e4

1. Provisions of the Williams-Steiger Occupational Safety and Health Actof 1970 require that employers comply with safety and health standardsissued by the

a. U.S. Senateb. Division of Industrial Safetyc. U.S. Department of Labord. none of the above

2. Workmen's compensation laws havebeen passed so that workers injuredon the job may receive benefit payments

a. only if the injury was the employer's faultb. only if the injury was the employee's, faultc. if insured through an authorized insurance carrierd. in the case of any industrial injury

3. In the lifting of loads, the weight should be carried mostly by themuscles in the

a. legsh. backc. armsd. abdomen

4. A good program of accident control must include

a. offering rehabilitation training to injured workersb. firing employees who have accidentsc. correcting unsafe working conditions and practicesd. putting up safety posters

5. Which of the following is an unsafe act?

a. sawdust on a stairwellb. a ladder with a broken rungc. wearing loose-fitting clothing on the jobd. poor housekeeping

6. OSHA is a result of

a. expanding federal governmentb. a decision by construction foremenc. the safety and health review committeed. labor's concern for a safe workplace

7. During a typical year, in the past few years, the number of employeeskilled was near

a. 200b. 750c. 12,000d. 100,000

8. Which of the following is not a variance?

temporaryhorizontal

c experimentalpermanent

4 -IN IVIOUALIZED LEARNING SYSTEMS'

nstructorPost Assessment Answers

1. d

2. d

3. a

4. c

5. c

6. d

7. c

8. b

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4

2.2

HAND TOOL SAFETY

Goal:

The'apprentice will be able todescribe safety practices forthe use of hand tools.

Performance Iriclicators:

1. Describe safe practices foruse of common hand tools.

/ft

t.

ql


m.

Study Guide

I.

This study guide is to be used by'the student as a "blueprint" to sucessfully

complete this module. Please complete all of the following steps, and check them

off as you complete them.

1. Familiarize yourself with the Goal and Performance Indicators of thismodule. This will give you an overall view of what the module containsand what you'll have to do to complete it.

2. Study the Information section' thoroughly.. This will provide you with thknowlege necessary to pass the exam.

p.

'3. As stated in the Performance Indicators on the cover sheet of this module,you may be examined in one of two ways: 1) by taking the Self Assessmentand Post Assessment exams or 2) by completing the Assignment as explainedon the Assignment sheet.

a. Complete the Assignment; your instru or will evaluate yourperformance.

or

b. Take the Self Assessment exam which follows the Assignment page.The exam is designed to determine whether you have learnedenough from the Information section to successfully complete thePost Assessment exam. You may refer to the,Information'sectionfor assistance, but if you have too much trouble with the SelfAssessmentvoyou should re-study the Information section beforegoing on to the next step. Compare your Self Assessment answerswith those on the Self Assessment answer sheet which follows theexam.

c. Complete the Post Assessment exam and turn it in to yourinstructor for grading. It is recommended that you score 90%or better on the Post Assessment exam before going to the nextmodule.

...

4.


Information

This module, "Occupational Safety - Hand Tool Safety," covers the safety procedures

for properly handling and maintaining the most common hand-powered tools formed in

the most common work.iites. Since the use of tools enables workers to carry out

the most important functions of their jobs, each worker must know how to use his

or her tools as safely and as efficiently as possible. Obviously, all tools should

be kept clean and free of grease or other substances which might affect the grip

of the worker or might impair the tools'. efficiency. Likewise, tools should not

be thrown. In addition to possible worker injury, the tool might be damaged, as

well.

A This and the following pages contain specifid rules for good safety practice. The

I.' tools have been grouped into categories for easy reference.

A. HAMMER SAFETY: claw, ball peen, blacksmith's, bricklayer's, setting, riveting,

engineer's, stone sledge, mash, and upholsterer's.

1. Choose the correct type and size hammer for the job.

2. The hammer face should be about 3/8" larger in diameter than the object

being struck.

3. Newer strike two hammer faces together; the faces may chip off. .

4. Strike the object squarely and flatly to prevent slipping or denting.

5. If the tool's handle is damaged replace the handle.

6. If the hammer face is damaged'or worn out replace the entire hammer.

7. Use a sledge.to"drive hardened cut and masonry nails,-not a claw or brick-

layer's hammer. This can damage the faces of the latter two and may cause

dangerous flying pieces.

-8. Do not use hammers on wooden or plastic handled chisels. Hammers will

ruin these handles and may injure hands.

9. Do not pound with the cheek (side) of the hammer. It can too easily slip

Soff and also will damage the handle.,

3 2

B. MALLET SAFETY: wood, plastic, ruboer, rawhide, and nonferrous hammers such

as lead, copper, aluminum, and brass.

1. Never use mallets for pounding on sharp objects or for driving nails. This

will damage the soft heads.

2. Use mallets to pound on' wood or plastic handled chisels to prevent damaging

the chisels.

3. Do not use a mallet if the handle is loose, the head may fly off.

A

C. STRUCK TOOL SAFETY: cold chisels, all-steel wood chisels, drift punches and

pins, star drills, blacksmith's punches, nail sets, wedges, brick sets and nail

pullers.

1 1. Be sure struck tools are ground at the proper angles, are sharp and have no

burns.

2. Remove mushroomed heads and properly dress the struck face to prevent

flying pieces.

3. Replace worn out, cracked, or bent struck tools to prevent injuries.

4. Choose the correct struck tool for the job.

S. Hold the struck tools steady, but with a relaxed grip,, so fingers or hands

will not be hit. Use pliers or another tool if there is a'hand injury

hazard.

6. Tools being struck by other workers should be held with tongs.

7. Protect sharp edges when tools are stored, to prevent damaging them or

cutting your-hands or fingers.

8. Use a sledge, not a bricklayer's hammer, when hitting a brick set to

prevent chipping the bricklayer's haTmerfface.

D. SCREWDRIVER SirFETY: regular, Phillips, Reed and Prince, and electrician's or

cabinet in all their shapes and sizes.

1. Select the correct screwdriver for the job with the correct tip style and

size, the correct length and shank, the correct handle size, smaller diaMeter

for more speed, larger for mores torque.

2. Never pound on a screwdriver. This will ruin the handle, damage the tip,

and bend' or break the shank.

3. Do not hold.the screw with your hand while driving-it, drill or punch a

pilot hole to prevent hand or finger injuries.

4. Keep hands and fingers out from under the screwdriver to prevent gashes if

it slips. v:

Screwdrivers should not be used as pry bars; this will bend or break the

shank and damage the tip.

6. Never use pliers to help turn a screwdriver, the job teeth will ruin the

shank or handle.

7. Use an appropriate wrench only on heavy-duty, square-shanked screwdrivers.

8. Use a screw-holding clip or magnetized screwdriver to start screws in

awkward places and to avoid hand or finger injury:

9. Use non-sparking screwdrivers, usually made of beryllium copper, when

working near explosive vapors.

10. Use only properly insulated screwdrivers when working on electrical devices.-

11. Do not use'a screwdriver for electrical testing, this will burn or blast

a piece out of it.

12. Do not use a screwdriver for stirring paint, varnish, or other materials

that will leave a coating on it.

E. WRENCH SAFETY: open-end, box, socket, adjustable, pipe, monkey, chain, spanner,

tee, torque, and Allen.

1. Select the right type of wrench for the job. Box and socket are usually the

safest.

2. Select the correct size wrench for the job, considering fit and leverage.

needed. A snug fit is necessary. Don't use cheater bars as the force of

the additional leverage will exceed what the wrench handle was designed to

withstand.

,3. Pull on adjustable wrenches, putting the force on the fixed jaw.

4. Be sure the wrench fits squarely on the object and is not tilted. This

will help prevent slipping off or damage to the wrench and object.

5. 'Be sure your footing and your stance is adequate to prevent falling if

something should let loose unexpectedly. Brace yourself if necessary.

6. Use a straight handle rather than an offset if possible, as there is less

chance of slipping.

7. Never pound with a wrench.

8. Use penetrating oil on a frozen object first. If this does not loosen it,

use a heavy-duty wrench that has a striking face (made to hit with a hammer).

F. PLIERS SAFETY: regular, slip-joint, pump, long nose, needle nose, side cutters,

lineman's, crimpers, hose clamp, wire stripper and glass cutters.

1. Select the correct size and type for the job.

2. Never use a cheater on pliers as it can bend, break, and ruin them.

3. Do not expose pliers to excessive heat as it will draw the temper out.

34

4. When cutting, cut at right angles to the wire. This puts the least strain

on the pliers.

5. Do not bend the wire back and forth against the cutting edges as it may

.damage the edges or spring the pliers.

6. When cutting, point the open side down so the cut end will not fly out at

someone.

7. Put a drop of oil on the pliers joint to lengthen its life and allow for

easier operation.

Use only pliers with high dielectric insulation {not .just plastic-dipped

ones) when working on electrical devices to prevent shocks or electrocution.

9. Keep jaw teeth or knurls clean to.avoid slips and damage to material

surface.

10. Never use pliers as a hammer:.

G. VISE SAFETY: utility, machinist's, woodworker's, pipe and drill press.

1. When.working on an object held in a vise, work as close to the vise are

possible. This will help eliminate vibrations and chances for slipping.

2. Clamp objects in the middle of the jaw to prevent uneven strains on the

411 vise.

3. Never use a cheater on a vise handle. This will bend the handle or ruin

the screw.

4. Use a vise of adequate size. It is easy to ruin a vise by overloading it.

5. Be sure the vise is securely fastened to prevent it from falling off. Use

all bolt holes and proper sized bolts.

6. Do not pound on vise jaws. They are hardened and may chip or crack.

7. Support the far end of long work to avoid putting excessive strain on

the vise.

8. Repair or replace a damaged vise before using it.

H. CLAMPING TOOL SAFETY: bar, pipe, miter, spring, hand screw, "C", welder's, bank,

and vise grips.

1. Select the correct size and type of clamp.

2. Keep all moving parts clean and lightly oiled to provide easy operation.

3. Do not over-tighten clamps and never use a cheater. This will bend, break,

or ruin the threads.

4. Do not use clamps to

let loose..

5. Never use clamps for

secure scaffolding. If they "re bumped they couldA

hoisting materials. Use only approved devices.

I. SNIPS SAFETY: tin, aviation, combination, compound, lever, and shears.

1. Select the correct size and type snips for the job.

2. Keep snips sharp.

3. Do not cut wire with snips, it will damage the cutting edges. Use only on

non-hardened sheet metal.

4. Use only hand pressure on the handles, sever a hammer or your foot. This

could spring the hinge.

5. Protect the edges and points of snips when stored,to prevent injury and

damage.

6. Wear gloves when cutting with snips.

J. SAW SAFETY: hand saws, miter box, keyhole, compass, hack, back, dovetail, and

coping.

1. Select the correct type and size saw for the job.

2. Keep saws sharp and set to insure good cutting.

3. Protect the points from being damaged by checking for nails, bolts or grit

before sawing.

4. Use a saw-horse or bench, not your knee or leg to hold material when sawing.

5. Make sure saw handle is in good,condition and tight.

6. Be aware of hand, finger, and leg position when sawing to prevent personal

injury.

7. Wear glovei when sawing metal to prevent being cut by sharp cuttings.

8. Hacksaw teeth should point away from the handle and saw strekes directed

away from yourself.

K. FILE AND RASP SAFETY: rough, coarse, bastard, second-cut, smooth and dead

smooth meal files, cabinet files, wood rasps, other surform tools.

1. Select the proper type and size file for the job.

2. Do not confuse wood andmetal files and rasps. Filing metal with a wood

file or rasp will ruin it.

3. Cut on the forward stroke.

4. Clean files often while using to prevent slipping and to insure good

cutting.

5. All files must have handles of proper size to prevent hand,wounds.

6. Clamp objects to be filed securely to prevent filing your hand or fingers.

7. Never use files or rasps as pry bars, they are very hard and brittle and

will snap, besides damaging the teeth.


Assi meritSelect any two of the following three assignments to complete instead of taking the

Self Assessment and Post Assessment exams.

1. Carry your tool box, kit'or pouch to your instructor and demonstrate and tell

Aim or her the properuse, the proper maintenance and the proper selection

(what the tool is used for,,as well as what it is not used for) for every tool

you have. Explain the characteristics of each and point out any potential

safety hazards which may exist on each tool.

2. Have your instructor improperly select and/or demonstrate the use of at least

one tool from at least seven of the tool categories described in the Information

section, while you point out what's wrong with the selection and/or use of each.

3. In your instructor's presence, compare your tools (or your employer's tools'if

you have access to them) with new tools of similar make, and describe any

flaws, damage or, improper maintenance which might make your tools unsafe.


SelfAssessment

or,

Select the answer which best completes the statement. Write the answer in the

blank to the left of each statement.

1. Hand toolishould always:

a. have a layer of grease to prevent rust during winter work

b. have a layer of oil to prevent rust during winter work

c. be kept clean of grease or oil at all times

d. be covered with graphite during the winter

2. The hammer face should be how much larger in diameter than the object

being struck?

a. 3/8"

b. 5/8"

C. 1" or more

d.. 1/16" only

3. If a mallet handle is broken, you should always:

a. tape the handle with non-ferrous tape

b. glue and splice the handle

c. heat the handle

d. replace the handle

4. The following is an example of a struck tool:

a. star drill

b. cresent wrench

c. screwdriver

d. needle nose pliers

5. Tools being struck by others should be held with:

410a. gloves

b. tongf

c. chealter bars

d. hoists

6s On which type of screwdriver should a wrench be used?

a. heavy-duty, square-shank

b. star shanked titanium

c. Phillips light weight

d. none of the above

7. Proper wrench safety always includes:

a. oiling the handq

b. tilting the wrench at an angle

ca using an offset handle whenever possible

d. using penetrating oil on frozen objects

What type of cheater should be used with pliers?

a. non-ferrous metal

b. wood

c. none

d. spring steel

9. When using a vise, objects should be clamped:

a. at the near end of the jaw

h. at the middle of the jaw

c. wherever you want

d. at the far end of the j4w

10. Clamps should be:

a. stored in a pile

b. used for hoisting'

c. used for securing scaffolding

d. tightened without the use of a cheater



1. c

2. a

3. d

4. a

5. b

6. a

7. d

8.

9. b

10. d

4


PostAssessment

Select the answer which best completes the statement. Write your answer in the

blank at the left of the statement.

1. Snipsomay be used to cut:

a. wire

b. non-hardened sheet metal

c. all lead alloys

d. hardened sheet metal

2. Hacksaw teeth should be:

a. pointed toward your body

b. pointed away from your body

c. bent at both ends

d. .heated before cutting

3. One characteristic of a file or rasp is it's:

a. brittle

b. soft

springy

d. silver coated

4. When working on or near electrical devices, use only pliers with:

a. high dielectric insulation

b. low dielectric insulation

c. circuit breakers

d. plastic handles, shanks, tips and barrels

5. A cheater bar provides for:

a. more leverage

b. less leverage

c. less foot-pounds-per-squarp-inch

d. C-clamps

6. Wrenches should always be:

a. pulled toward your body

b. pushed away from your body

c. owned by the contractor

d. silver-plated,

7. =m11/0 Struck tools with mushroomed heads should be:

a. repaired

b. used as often as possible

c. used in conjunction with a sledge hammer

d. coated with plastic

8. When wurking near explosive vapors, screwdrivers should be:

a. made of beryllium copper

b. made of non - ferrous metals

c. stored in dry ice prior to use

d. steel-coated

9. When moving about the job site, tools should be:--a. tossed

b. thrown

c. carried

d. coated in plastic

10. Wood rasps and files should always be:

a. used on steel

b. sharpened

c. rubber-tipped

d. clamped the object to be filed


InstructoiPost Assessment Answers

1. b

2. b

c. a

4. a

5. a

6. a

7. a

8. a

9. c

10. d

I

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2.3

POWER.TOOL SAFETY

The apprentice will be able todescribe safe 'practices in theuse of power tools.

ri


1. Describe safety with.electricpower tools.

2. Describe safety with pneumnticpower tools.

3. Describe safety with hydraulicpower tools. 4f

4. Describe safety with power

actuated power tools.

5. Describe safety with air

compressors.


Study jGuide

This study guide.is to be used by the student as a "blueprint" to successfully

complete this module. Please complete all of the following steps, and check them

off as you complete themp

1. familiarize yourself with the Goals and Performance Indicators of thismodule. This will give you an overall view of what the module containsand what you'll have to do to complete it:

2. Study the Information.section thoroughly. This will provide you withthe knowledge necessary to pass the exams.

Complete the Assignment as instructed on the Assignment page. TheAssignment is,intended not only to make you better aware of the principTe'sdiscussed in the Information section, but it is intended to be part ofthe requirement for successfully completing the module.

4. Take the Self-Assessment Exam which follows the Assignment page. Theexam is designed to determine whether you have learned enough from theInformation section and your assignment to successfully complete the PostAssessment exam.

4

You may refer to the Informatton section for assistance, but if you havetoo mioh trouble with the Self-Assessment portion, you should re-studythe Information section before going on to step 5. Compare your SelfAisessment answers with those on the Self Assessment answer sheet immed-,iately folloyng the Self Assessment exam.

5. Complete the Post Assessment exam and turn it in to your instructor forgrading. It is recommended that you score 90% or better on the PostAssessment before going on to the next module.

45

.


Information

This module covers safety procedures for the most commonly-used electric, pneumatic,

hydraulic and powder-actuated tools used in and around the construction industry.

Many of the 'rules for operating these tools--as for the operation of hand tools--

requir9 only common sense. For example, every worker should know the following:.

electric tools must have grounding,wires.or.insulated cases to prevent shock;

electrical cords must be examined prior to use for'insulation or prong damage;

proper cord sizes should be used to prevent overheating and fires; plugs should.

be removed from receptacles carefully to avoid wire damage; switches should be in

good operating condition and should be in "off" position before the cord is plugged!

in; adjust and clean power tools only when the. tool is unplugged, and be cautious

110 when plugging in a power cord for another worker.

ELECTRIC

PORTABLE CIRCULAR SAW SAFETY

1. Must be equipped, with ,a fixed guard over the upper half of the blade and a

working movable guard over the lower half.

2. Saw blade should clear the stock being cut by no more than 1/8 inch.

3. Use the recommended blade,, the proper size, in good condition, and installed

correctly. ei

4. Never block oetie the guard back.

5. Allow the'saw to cut without. forcing.

6. Check material to be cut for nails, grit, or any material that may interfere

with cutting.

7. Always check for the lower guard return before putting the saw down:

8. Adequately support the material to be cut to prevent binding.

9. Allow the saw blade to come to full speed before cutting to prevent over-

loading and possible kickbacks.

10. Hold the saw firmly, do not allow it to pull out of your hands.

11. Saw,in the forward motion only, never backwards.

46

12. Clean sawdust from around the movable guard often and before using to

insure it works properly.

13.- Do not over-reach.

14. Never try to cut a curve orother than in a straight line with a portable

circular saw.

RECIPROCATING HAND SAWS

1. Select the proper blade for the material used and the cut to be made.

2. Hold the saw firmly.

3. When making a Plunge cut, feed the glade in slowly with the base of the

saw setting on the material.

4. Hold the base against the material being cut.

POWER HACKSAW SAFETY

1. Securely clamp stock to be sawed.

2. Turn the saw on and lower the blade on to the stock slowly.

3. Allow the saw to cut at its own rate.

4. Support long stock to prevent buckling.

5. Use the correct blade; make sure it is sharp, and mounted to cut on the

power stroke. Use coolant if necessary.

6. Metal may be 'hot and have a sharp burr after being hacksawed.

7. Set blade tension at manufacturer's recommendation.

PNEUMATIC TOOL SAFETY

1. Pneumatic tool hoses must be secured to prevent accidental disconnection.

21 Compressed air can be used for,-cleaning only if pressure is less than 30

pounds per square inch (PSI) and it is used with an effective chip guard.

3. Any pneumatic hose over 1/2-inch in diameter must have a safety valve at

the source that reduces pressure if the hose fails.

4. Couplings between hoses must have a safety connection in case the coup-

lings.fail to hold.

5. All pneumatic nailers with automatic feed and that operate with over 100'

PSI pressure...must have a safety device on the muzzle to prevent the

nailer from qacting when not in contact with the work surface. It is

wise to have this feature on all nailers.

6. Never point a nailer or stapler at anyone. When carrying, them, point them

toward the floor.

7. Never use pneumatic hoses for hoisting anything.

8. Use a dryer and filter to prevent moisture and dirt from entering t e

tool.

9. Be sure hose and fittings are in good condition and securely fastened

before opening the air-line valve.

10. Never exceed the manufacturer'i recommended pressure for tools.

11. Wear proper personal protection when using pneumatic tools.

12. When work is completed, shut the air supply off and then run the tool to

drain the line before disconnecting. )

SPRAYER SAFETY

1. Do not exceed air pressure recommended by manufacturer. A blowup could

occur.

2. When spraying, wear respiration protection and work in a well ventilated

area only.

3. Never spray near ignition hazards.

Do not point the sprayer at anyone.

HYDRAULIC POWER TOOL SAFETY

1. Hydraulic fluid must be fire resistant and approved by the United States

Bureau of Mines.

2. Never exceed the manufacturer's recommended safe operating pressure for

hoses, pipes, fitting, filters, and controls.

Never touch a stream of hydraulic fluid from a leak. The fluid under

pressure can cause serious ,injuries.

POWDER-ACTUATED TOOL SAFETY

1. Powder-actuated tools must be checked out and tested before loading each

day. If not in good working order, they must not be used until repaired.

2. Do not load powder-actuated tools until just before using them.

3. Never point them at anyone, whether loaded or not

4. Hearing and eye protection must be worn along with any other necessary

,personal protection.

5. Never allow hais or fingers in front of the open barrel end.

6. Never leave the tool unattended when using it, even if it is unloaded.

j Return it to its case and put away where unauthorized personnel cannot

111get it.

7. Leave protective guards in place.

8. There must be a safety device to prevent firing in case the tool is

6

dropped or while it is being loaded and unloaded.

9. There must be a safety device that prevents firing if the muzzle is

tilted over eight degrees.

10. There must be a safety device the. prevents the tool from firing unless

the muzzle is pressed against the material surface.

11. Use low velocity piston type tools whenever possible.

12. Only those trained and qualified by an authorized dealer or distributor

should be allowed to use powder-actuated tools.'

13. Do not use powder-actuated tools where there is a combustion or explosion

hazard.

FASTENER (STUD GUN) SAFETY

1. Do not drive fasteners into very hard or brittle materials such as: 1

a. Cast iron

b. Glazed tile

c. Surfaced hardened steel

d. Glass block *

e. Face brick 41

f. Hollow tile

COMPRESSOR SAFETY - Even though compressors are actually powered by electric motort

or,gasoline engines, they will be covered here because of theirliirect use "with

pneumatic tools.

1. Air storage tanks on compressors must be approved'by the American Society

of Mechanical Engineers (A.S.M.E.) and have this approval permanently

stamped into them.

2. Drain the water out of the storage tanks at least daily, to prevent rust

through and weak points.

3. Compressed air storage tank's must be equipped with a working safety relief

valve to prevent exploding.

4. Keep the relief valy and pressure gauge in good working cRpdition.


Assignment

Select any two of the following three assignments to complete instead of taking

the Self Assessment and Post.Assessment exams.

1. List, step-ty7step all of the safety practices_that you perform when operating

at least two of the electrical, pneumatic, hydraulic, or p6wder-actuated tools

which you use in your work.

2. Write a short report for your. instructor., citing at leaq eight power tool

violations at your job site, and explain what can be done to correct the

violations.

I

3. Have your instructor show you or demonstrate to you at least five power tools

which are in unsafe condition or unsafe use, and you point out the faults.

a


SelfAssessmentSelect the answer which best completes the statement. Write the letter of that

answer in the blank to the left of the statement.

1. All electric tools must have:

a. cover guards

b. grounding wires

c. guard covers

d. receptacles

2. Circular saws should be used to cut:

a. in the forward motion only

b. in th'e backward motion only

c. in non-ferrous woods

d. crooked cuts

One of the requirements for using compressed air for cleaning is that:

a. pressure is less than 15 pounds per square foot

b. pressure is less than 30 pounds per square foot

c. pressure is less than 15 pounds per square inch

d. pressure is less than 30 pounds per square inch

4. Regarding pneumatic tool use, hose couplings should be:

a. fitted with a safety connection

b. subjected to no more than 15 pounds per square inch

c. made of 1/2-inch hose

d. fitted by compressed air

111

5. When carrying a pneumatic nailer,or stapler, always:

a. point it toward the ceiling

b. point it toward the floor

c. point it toward yoyr leg

d. point it toward a'wall

6. If the operator exceeds the air pressure recommended by the manufacturer:

a. a blowup could occur

b. ignition could occur

c: paint droplets will condense

d. the nozzle could get plugged up

Hydraulic fluid must be:

a. fire resistant

b. filter resistant

c. stored in sub-freezing containers

d. streak-proof

410 8. Powder-actuated tools should be equipped with a safety device to

prevent discharge:

a. unless the muzzle is pressed against material

b. at all times

c. until the tool is dropped

d. which is a low velocity piston

9. Fasteners should -"not be driven into:

a. extremely hard or brittle materials

b. concrete

c. wood

d. particle board

10. Air storage tanks on compressors must be approved by:

a. American Society of Mechanical Engineers

b. American Society of Mining Engineers

c. American Society of Compressor Engineers

d. American Society of Pressure Engineers

52

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b

2. a

3.

4. a

5. b

6. a

7. a

8. a

116.

9. a

(

10. a


PostAssessment

Select the answer which best completes the statement. Write the letter for that

answer in the blank at the left of each statement.

1. With.whic of the following tools would you likely find coolant being used?

a. cir ar saw

b. reciprocating saw

c. pneumatic stapler

d. power hack saw

2. Compressed air can be used for cleaning only if the pressure is less than:

A. 30 pounds per square inch (PSI)

b. 3 PSI

c. 60 PSI

d. 15 PSI

4.

When you're finished using.a pneumatic tool, you should:

a. disconnect the air line, then shut the air supply off

b. shut the air supply off, then 4isconnect the line

c. disconnect the air line, then allow it to drain

d. allow the line to buildup pressure until the next job

Any pneumatic hose over 1/2 In diameter should have a safety valve that

reduces pressure if the hose fails. The safety valve should be located'at:

a. the source

b. the tip

c. the coupling

d. the dryer

54

5. In operating a portable circular saw, the saw blade should clear the

411 stock by:

4. 2-3 inches

b. 1/4 inch

c. 1/8 inch or less

d. no more than 1/2 inch

A

6. A portable circular saw must have a fixed guard,over the upper half of

the blade and:

a. a fixed guard over the bottom half of the blade

b. a portable itard over the bottom half of the blade

c. a working movable guard over the bottom half of the blade

d. a flexible guard over the bottom half of the blade

7. Starting the saw and allowing it to come to full speed before cutting

will prevent:

a. overloading

b. buckling

c. burrs

d. blade tension

8. Couplings between hoses must have:

a. safety valves

b. safety harnesses

c. safety connections

d. safety tensions

9. Hydraulic fluid must be:

a. warmed before use

b. purplish in color

c. fire resistant

d. used in powder-actuated tools

10. Fasteners can be driven into:

a. cast iron

b. glass block

c. both of the above


1111111;.$p INDIVIDUALIZED LEARNING SYSTEMS

'InstructorPost Assessment Answers

1. d

,2. d

3. b

4. a

5. c

6. c

7. a

8. c

9. c

10. d

4

I'

.4

I

6

2.4

FIRE SAFETY

it

Goal:

The apprentice will be able todescribe fire safety practices.


1. Describe ,fire behavior.

2. Describe the elements 'of

combustion.

3. Describe fire hazards.

5i

INDIVIDUALIZED LEARNING SYSTEMS4

Information

Approximately 8,800 people died as a result of fii.es;in the United States during

1976. On account of recent changes in themethod,of estimation, this total is

down sharply from the approximately 12,000 annual fire fatalities estimated by the

National Fire Protection Association. The principal reason for this substantial

decrease is a major reduction in the number of motor vehicle fire deaths included

in the estimate.

Of the 8,800 estimated total United States fire deaths for 1976, approximately'

6,200 or 70 percent are estimated to be residential. On account of the revisions

in the method of calculating national death statistics, the proportion of fire

41, deaths that are residential has risen substantially from previous estimates and.

place new emphasis on the relative severity of the residential fire death problem,

SIRE BEHAVIOR SCIENCE.

Fire is a chemical reaction known as combustion. It-is frequently defined as the

rapid oxidation of combustible material accompanied by a release of energy in the

form of heat and light.

BASIC COMPONENTS OF BURNING

For many years,lhe three-sized figure of the fire triangle has adequately been

used to explain and describe the combustion and extinguishing theory (Fig. 2 -1),

Oxygen, heat, and fuel ih proper proportions create a fire, and if any one of the

three elements is removed, a fire cannot exist. Recently, a new theory has been

developed to explain combustion and extinguishment further. Those. who developed

this theory made a transition from the plain geometric triangular figure, which

we recognize as the fire triangle, to a four-sided geometric figure, a tetrahedron

(Foig. 2-2), which risembles.a pyramid. One of the four sides serves arthe base

and represents the chemical chain reaction. The three standing sides represent

heat, fuel, and oxygen. The removal of one or more of the four sides will make

the tetrahedron incomplete and result in estinguishment of the fire.

rd

Approximately 16% RequiredNormal air contains 21% 02Some lust materials containsufficient oxygen withintheir make-up to supportburning.

PHYSICAL STATE

To Reach Ignition TemperatureOpen Flame The SunHot MAHANSpecks end ArcsFriction Chemical ActionElectrical EnergyCompression of Gases

Bulky Dust

GASES LIQUIDS SOLIDS

Natural GasPropane

GasolineKerosene

Finely Divided

Butane Turpentine Coal PlasticHydrogen Alcohol Wood SugarAcetylene Cod Liver Oil Paper GrainCarbon Monoxide Paint Cloth Hayothers Varnish

Lacquer

Wan CorkGrease others

Olive Oil Leatherothers

Figure 2-1 The "fire triangle" was used to explain the three componentsnecessary for burning.

.BEST COPY AVAILABLE

Figure 2-2 The "fire tetrahedron", a four-sided solid, was suggei ted to

include the chemical chain reaction as another component

necessary for burning. The components would then form a pyramid.

FUEL. 4

The fUel segment of both the fire triangle and tetrahedron is defined as "any

material that con be oxidized."' The teen 'reducing aqent" has reference to a

fuel's ability to reduce an oxidizing agent.

OXYGEN (Oxidizing Agent)

The term "oxidizing agent" helps explain how some materials, such as sodium

nitrate and potassium chlorate, which release their own oxygen under certain

conditions, canlburn in an cxygen-free atmosphere.

HEAT (Temperature)

Heat and temprature are closely related and in some cases inseparable. Heat is

a type of energy in disorder while temperature is a measure of the degree of that

disorder.

CHEMICAL CHAIN.REACTION I

The vapors of gases which are distilled during the burning process of material

are carried into the flame. These vapors contain atoms andliolecules,which have

not yet been changed and they have an electrical charge which either attracts or

repels other particles (Fig. 2-3).

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Figure 2 -3 Actions during burning which areassociated with the chemical chainreaction.

Thearea between the flame and the fuel is called the "flame interface", a placeSIIP where very little burning takes place. Oxygen is drawn into the flame area from

the interface throughout, its uppermost regions. Here the molecular structure of

,/? the material is broken down and the released atoms combine with other radicals to

form new compounds which are again broken down by the heat. Neither this descrip-

tion nor the reactions depicted in Fig. 2-3 are a step-by-step process, because

these reactions occur simultaneously in varying degrees.

PRODUCTS OF COMBUSTION

When a fuel burns it undergoes chemical change and there are four products of

combustion: (1) fire gases; (2) flame; (3) heat; and (4) smoke.

FIRE GASES

The term "fire gases" refers to the vaporized products of combustion. The more ,

common combustible materials contain carbon which, when burned, forms carbon

dioxide and carbon monoxide. The principAl factors which determine the fire gases

that are formed by burning are the chemical composition of the fuel, the percent..

of oxygen present for combustion, and the temperature of the fire. The carbon in

most fuels can be burned to complete combustion under controlled conditions.

This condition requires the proper mixture of fuel vapors and oxygen being regulatedto the extent that most of the gas produced is carbon dioxide. A good example of

complete.combustion is found with the common fuel methane (a natural gas) and is

diagramed as follows and illustrated in Fig. 2-4.

Outer Cone

Inner Cone 1f this cons touches a coolmarine, soot and disagreeable is areformed

Air Shutter11 air goes to flame -

11111 from surrounding atmosphere

k,%.".NkIm..

Burner Head

Mixture of Gasend Air

AdjustableOrifice Head

Gas Cock

Mixing Throator Venturi

Mixing TubePrimary Air Drawn in Hers

Gas

4

Figure 2-4 Complete combustion 6f methane occurs when air (02) and thefuel are mixed properly.

t 2BEST COPY AVAILABLE

Under most burning conditions, however, the oxygen concentration is never adequate

111 for complete combustion; consequently, only a part of the carbon is oxidized.

This situation is particularly true with carbon fuels other than methane such as

wood, cloth, paper, and hydrocarbons. When only a part of the carbon is oxidized,

carlopn monoxide (C) is formed instead of carbon dioxide (CO2). While carbon

monoxide gas is not the most toxic of fire gases, it ranks first in the cause of

lire deaths because it is always one of the most abundant. When two or more gases

or vapors are present, their total effect is usually greater than the sunroof the

factors taken separately. Carbon monoxide (CO) is to unstable and,has such an

affinity (combining power) for oxygen that it will combine with or rob almoit any

other oxygen-bearing substance of its oxygen to form CO2. When carbon monoxide

is heated to approximately 1,200 degrees in the presence of oxygen, it will burn

to produce carbon dioxide gas. Carbon monoxide gas is colorless, odorless, taste-

less, and slightly lighter than air. It may also be produced by sl w oxidation.

It may be found in sewers, wives, wells and mines in addition to automobile

exhaust, smoke, stoves, and furnaces.

Hydrogen sulfide (H2S) is a fire gas which may be formed during fires involving

0 organic material containing sulfur, such as hair, wool, meat and hides. It is

a colorless gas with a strong odor similar to rotten eggs and is highly toxic. It

is heavier than air and will ignite when heated to 500 degrees F. Nitrous fumes

or oxides of nitrogen are also common fire gases and are very poisonous.

FLAME

Flame'is the visible luminous (light) body of a burning gas which becomes hotter

and leis luminous when it is mixed with increased amounts of oxygen. This loss

of luminosity is due to a more complete combustion of the carbon. For this

reason, flame is considered to be a product of combustion. However, heat, smoke

and gas can develop in"certain types of smoldering fires without evidence of flame.

HEAT

Heat is a form of energy which is measured in degrees of temperature to signify

its intensity. In this sense, heat is that product of combustion which is

. \responsible for the spread of fire. In a physiological sense, it is the direct

cause of burns and other forms of injury. In addition to burns, heat-related

Amh injuries include dehydration, heat exhaustion, and injury to the respiratory

tract. Heat, along with oxygen depletion and carbon monoxide formation are

regarded as the prima)' hazards in fires.

SMOKE

Smoke is a visible product of incomplete combustion. Smoke ordinarily encountered

at a fire consists of a mixture of oxygen, nitrogen, carbon dioxide, some carbon

monoxide, finely divided particles of soot and carbon, and a miscellaneous

assortment of products which have been released from the 'material involved. In

a burning structure, smoke builds up gradually and continuously reduces visabiltty

until ventilation is accomplished. Lack of visibility causes disorientation which

can trap persons in a smoke-filled building.


SelfAssessmentDetermine the correct word(s) for each statement and fill in the blanks.

1. The three sides of the fire triangle are

and

9

2. More recently a geometric figure known as a fire tetrahedron which forms a

pyramid brings into use a fourth component necessary for burning which is

3. Complete combustion produces:

and

4. Carbon monoxide is the most toxic of fire gases. True False

5. Hydrogen sulfide is heavier than air. True False

65



1. oxygen, heat, fuel

2. chemical chain reaction

3. flame, heat, smoke, five gases

4. True

5. True

66

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tt


PostAssessment

p

Choose the answer which best fits the question. Write the letter of the answer,

on the line in front of the question or fill in the blank with your answer.

Based on statistics, how many people could you expect to die as aresult of fires in the U.S. this year?

a. 20,000b. 10,000 or soc. 850d. far more than 20,000

2. What are the three ingredients of any fire?

a.

b..

c.

3. Which of the following fuels is an example of a fuel which creates itsown oxygen while burning?

a. wood or textilesb. green wood onlyc. tetrahedrond. sodium nitrate,

4. What are the four products of fuel combustion?

-IR-- a.

b.

c.

d.

5. Which gas is the most abundantly produced by afire?

a. carbon dioxide (CO,)b. carbon monoxide (CO)c. hydrogen sulfide (H S)d. all of them are fouhd in similar quantities

6. Which of the following occurs when oxygen to a fire in increased?

a. flame becomes hotterb. flame becomes cooler but is more visiblec. more smoke is producedd. more hydrogen sulfide is produced

6 7

1

7. Which of the following is a heat-related injury?

a. boilsb, dehydrationc. hardening of the arteriesd. softening of the arteries

8. Statistically, what percentage of deaths due to fire are residentialin nature?

a. 77% .

b. 88%c. 82%d. 70%

9. The term "fire gases" refe,s to

a. the vaporized product$ of combustionb, the vaporized products of smokec.,- the vaporized products of atom released. the vaporized products of oxidizing agents

10. Which of the following is probably not a part of smoke?

a. carbon dioxideb. titanium crystalsc. oxygend. soot

,

OD tr--INDIVIDUALIZED LEARNING SYSTEMS

Instruc,0(Post Assessment Answers

1.

2.

b

a. fuel, b. 'heat, c.. oxygen

4

3. d

4. a. smoke, b. fire gases, c. heat, d. flame

5. b

6. a

7. b

8. d1

9. a

10. b

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2.5

HYGIENE SAFETY

Goal:

The apprentice will b' able todescribe occupational healthhazards and their prevention.


1. Describe noise hazaids tohuman health.

2. Describe dust, vapor and fume

hazards.

3. Describe chemical hazards.

70


Study Guide

For successful completion of this module:

1. Familiarize yourself with the objectives on the cover sheet of this module.

2. Study the Information section.

3. Take the Self Assessment.

4. Take the Post Assessment.

71

1

1


Information

An industrial hygienist is a person who has been trained in recognizing, evaluating,

and controlling environmental factors. The hygienists concern themselves with the

chemical; physical, biological, or stress factors that may cause illness, impaired

health, or significant'physical discomfort to employees.

Health hazards frecr2ntly result in employee over-exposure to toxic materials.

. There are many toxic materials, some of which you are probably quite familiar with,

such as chlorine gas or carbon monoxide.

When an employee becomes over-exposed to, toxic materials, his or her health can be

affected either internally (vital internal organs) or externally (skin, sense

organs). Therefore health hazards result from both INTERNAL and EXTERNAL exposure

to toxic materials.

INTERNAL EXPOSURE results in damage to internal organs from harmful or toxic materials

entering the body in three ways.

1. By breathing contaminants into the respiratory tract or lungs, such as dust,

fumes, vapors, mists, or gases.

2. By swallowing contaminants with saliva, water, or food into the digestive

tract.

3. By absorption through the skin.

Many substances, such as TNT, leaded gasoline and hydrogen cyanide can produce

internal poisoning by direct contact with the skin. If there are wounds such as

open cuts, scratches, or breaks in the skin, absorption is still easier.

The other type of health hazard, EXTERNAL EXPOSURE, can be defined as a contact

with therskin or sense organs by harmful elements, or simply too much contact with

an or 'inarily harmless element. Effects of external exposure can vary quite widely

--from skin rashes to severe burns. Even noise can be considered an external health

72

hazard.

NOISE

Exposure to noise affects one of our senses; the sense of hearing., . There are five

senses: sight, hearing, smell, taste, and touch. Any one of these senses can be

affected by external over-exposure to toxic materials, or physical agents.

Until three decades ago, the effect of noise haiards on workers was not regarded

as significant by some employers. As more information was gathered, it becameA

evident that many employeespwere suffering from acute hearing losses due to the

noise levels in their work 'area. To effectively combat the problems of excess

noise in your work area, you should understand some of the basic concepts of sound

and noise levels.

The noise level of any operation is measured in terms of DECIBELS (dB). A decibel

is the measurement of the intensity of a sound. Different sounds have different

decibel levels. For example, the intensity of a soft whispers about 30 dB,

normal speech is about 73 dB, and a jet airplane gives off an intensity level of

about 160 dB. If you have ever been near a jet airplane when the engines were on,

you will probably remember how loud and possibly painful the noise was.

One important point to remember, with regard to sound, is that a hearing loss

usually occurs only after a worker has been exposed to a noise level over a period

of time. For example, we listed the intensity level of a jet airplane as 160 dB.

If you were at an airport and were near the airplane for a short time, you wouldn't

experidnce a permanent hearing loss. But 'if you had to work near airplanes all

day, and didn't wear ear protection, you would. eventually experience a hearing loss.

Following is a list of exposure levels a worker can tolerate for a certain number

of hours per day over a long period of time.

Maximum Hours of ExposurePer Day

86

4

3

2

1 1/2

1

1/2

1/2 or less

73

Sound LevelMeasured in dBA

9092

95

97

100

102

105

110

115

lousn it, . -a- t 14.1ag 't amkjef

As you have probably noticed in the sound exposure levels, the notation dBA is used.

We have already explained what decibel (dB) means. The "A", stands for a scale on

a sound level meter, which approximates the range of a person's hearing. Whenever

a qualified person measures the noice level in your work area, he or she will use

a sound meter.

If excessivc noise exists, temporary measures, such as eah plugs or ear muffs,

should be instituted immediately, while steps for a permanent solution are being

taken. Industrial hygienists or safety and health specialists' can help to

recommend the best course of action.

Not,only does noise affect the ability,to hear, tt also affects the body itself.

Noise can cause changes in the size of blood vessels, restricting the flow of blood,

making the heart work faster. Noise also affects the brain, causing blood vessels

to enlarge and'produce headaches. Other body organs, such as the kidneys, also

are affected by noise.

Excessive noise affects the rest of your body and therefore can also be an

internal exposure.

Noise can also stimulate an. individual to a nervous peak. Momentary lapses of

efficiency result which lead to errors in judgment. This may be reflected in a

reduced quality of work and an increased number of accidents.

There Ire many permanently harmi1 consequences for employees who are over-exposed

to toxic materials. The following table indicates the results of over-exposure

to some specific toxic materials or hazardous physical agents.

Sense Organ Exposure to:

...MONeIs,

Effect of ExtremeOverexposure

Eyes (Sight) Butyl Alcohol Loss of Sight

Ears (Sound) Excessive Noise Levels Loss of Nearing

Nose (Smell) Acetic Anhydride Lou of Sens* of Smell

Mouth (Taste) Chromium Loss of Sense of Taste

Skin (Touch).

Phenol Extreme Dermatitis

External exposure to certain chemicals removes the skin's protective oils and makes

it more susceptible to injury. An example of a chemical that will do this is

acetone.

There are many ways that materials and chemicals can affect the body. The first

specific type we will talk about is called exposure to AIRBORNE CONTAMINANTS. They

are measured in Threshold Limit Values (TLV). TLV refers to airborne concentrations'

of substances, and represents limits under which nearly all employees may be exposed,

without adverse effects. Threshold limit values are stated in terms of time

weighted concentrations for an 8-hour workday and 40=hour workweek.

Following is a brief description of each of the categories of airborne contaminants

'which can be'commonly found at work.sites.

DUSTS are airborne particles generated mechanically from operations such as

drilling, cutting, blasting, crushing, and grinding. Dust particles are measured

in microns (microns are about 1/25,000 of an inch in size). Most dust averages

between 1/2 to 3/4 of a micron. Dust particles therefore can not be seen by the

IIIhuman eye. They can affect a person's skin, eyes and lungs.oo

Another airborne, contaminant is FUME. Fumes are solid particles that are produced

by condensation of vapor usually accompanied by chemical changes. Examples are

welding,.burning, and decomposition by heat. The most common fumes are caused by

the oxidation of a metal. Fumes are usually skiller than dust and range generally

below 1 micron; they cannot be seen by the naked eye either.

Another airborne contaminant is MIST. 'Mists are particles of liquids or mixtures

of liquids and solids. The size of a ihist depends upon the process by which it is

made. An example is the chromium plating process.

Another airborne contaminant is GAS. Gas is a low density material that can expand

and contract when it comes into contact with different ranges of temperature and

pressure. A gas can be changed to a liquid or solid by proprr changes of both

. temperature and pressure.

An example of this type of airborne contaminant would be a gasoline engine propelled

forklift that puts out carbon monox d in the form of a poisonous gas. Employees

should take extreme care when they berate a gasoline propelled vehicle in a

75

closed space.

The last airborne contaminant we will discuss is called VAPOR. Vapors are gaseous

forms that normally are in the solid or liquid state at room temperature. Most

vapors can be changed back to a solid or liquid state by increasing the pressure

OR decreasing the temperature. This differentiates vapors frompgases,since gases

change to a solid or liquid by changing both temperature ANO'pressure.

Most hazardous materials can be classified by the way tbey affect the body. Air-

borne contaminants, in addition to those already mentioned, may include the

following: 1) IRRITANT materials that attack the lungs, 2) ASPHYXIANT materials

that combine with the blood to prevent the normal transfer of oxygen to the

tissues, 3) ANESTHETIC and NARCOTIC materials that cause sleepiness and nausea,

4) SYSTEMIC poisons that attack the vital organs of the body such as the liver and

kidneys.

Short of covering your entire body and breathing from a self-contained unit, there

is virtually no way to protect yourself from the many gases, fumes, etc. which are

found at many work sites. Fortunately, the body can accept many of them for short

periods with little negative effect. Ventilation is the most effective way to deal

with most of them, circulating air which replinishes contaminated air with fresh

air. Gloves, proper clothing and face shields may be necessary in some instances.

Respirators or other artificial breathing devices, should be used only as a last

resort.

I INDIVIDUALIZED LEARNING SYSTEMS

SelfAssessment

From the four possible answers below each statement, select the one that correctly

completes the statement. Place:the letter for that answer in the blank to the left

of the statement.

1. How many hours per day could employees work in an area that was measured

to be 100 dBA?

a. one hour

b. two hours

c. three hours

d. four hours

2. If vapor, mist, gas, fumes, or dust in ydur work area irritates your

EYES, the effect would be called an exposure.

a. internal,

b. illegal ,

c. external

d. isotonic

3. A material that causes a worker to pass out because of lack of oxygen

would be:

A

a. irritant

b. asphyxiant

c. external

d. systemic

4. What would the effect of dust on an employee be called?

a. negligible

b, internal exposure

c. external exposure

d. both b and c

5. Noise may cause:--a. temporary loss of-Vision

b. temporary loss of hearing

c. both a and b

d. loss of hearing, stress, loss of concentration

Noise has been regarded as a health and safety hazard for:

a. about 300 years

b. about 30 years

c. about 3 yea's

d. about 3,000 years

7. Which of the following is clearly an example of internal exposure?

a. breathing contaminants

b. swallowing contaminants

c. absorbing contaminants

8.

e

d. all of the above

An industrial hygieni t is a person who can recognize, evaluate, and

control:

a. decibels

b. chlorine gas

c. environmental factors

d. intangible factors

INDIVIDUALIZED LEARNING- SYSTEMS


O


PostAssessmentSelect the answer which best completes each statement. Write the letter for that

answer in the blank to the left of the statement.

1. Noise can affect:

a. the ability to hear

b. the body itself

c. both of the above

d. airborne contaminants

2. Which of the following is an example of a vapor?

a. the smell of soup heating on a stovee

b. ,a small particle of liquid from the air in a chrome plating factor)/

c. a TLV

d. those small particles in the air after blasting a hillside

3. Which of the following is not an airborne contaminant?

a. gas

, b. sunlight

c. dust

d. fume

4. A material which affects the heart is called:

a. an irritant

b. an asphyxiant

c. a narcotic

d. a systemic poison,

0

5. The best way to protect yourself from airborne contaminants is:

, a. wear a cotton hood

b. ventilate the area

c. wear a pressurized suit

d. wear gloves and a shield

6. ) The main difference between dusts ant mists is:

7.

a. one can kill you and the other can't

b. the size

c. no difference

d. one nay be a particle comprised of liquids

Exposure to toxic materials can result in:

a. internal damage .

b. internal or external damage

c. internal and external damage

d. external damage

Swallowing contaminated material is an example of:

a. internal exposure

b. stomach cramps'

c. external exposure

d. both internal and external exposure

TLV refers to:

, a. thematic limit values

b. concentrations of substances and the time which the body can withstand

them

c. only airborne particles of dust, mist or vapor


If your skin absorbs a toxic material like gasoline, you run the risk of:

a. internal injuries

b. toxic hydrosis

c. industrial hygiene

d. .loss of hearing

81

I t a \ INDIVIDUALIZED LEARNING SYSTEMS

InstructorPost Assessment Answers

1. c

2. a

3.

4. d

6. d

7. c

a

9. b

10. a

Ns.

82

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2.6

SAFETY AND ELECTRICITY

...MMEMMINW

Goal:

The apprentice will be able todescribe safety practices inworking with electrical circuits.


I. Describe circuit protection.

2. Describe grounds.

J. Describe electrical hazards.


Introduction

Without power tools of many kinds, today's skilled worker could not produce work

of the quality and quantity currently demanded in technical occupations. Not too

many years ago, the only portable electric tool regularly found on the job was,the

electric drill. Today, portable electric tools of many kinds are available, and

the apprentice is expected to learn early in his career how to operate all such

tools used in his trade. This module describes some of the most common portable

electric tools and gives information needed for their effective and safe use.


Study Guide

To successfully complete this module, complete the following tasks in the order

listed. Check each one off as you complete it.

1. Read the Goal and Performance Indicators on the cover of this module.

This will inform you of what you are expected to gain from completing

this module and how you will demonstrate that knowledge. Read the

Introduction section to understand why this module is important.

2. Study the Information section of this module to acquire the knowledge

necessary to complete the Self and Post Assessment exams.

3. Complete the Self Assessment exam and compare your answers with those

on the Self Assessment Answer Sheet on the page immediately following

the exam. Re-study or ask your instructor for help on any questions

you have trouble with. The Self Assessment exam will help you determine

how well you are likely to.do On the Post Assessment.

4. Complete the Post Assessment exam and turn your answers in to your

instructor. It is recommended that you score 90% or,better on the

Post Assessment before going on to the next module.

.f


Information

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PORTABLE ELECTRIC DRILLS

The portable electric drill the most versatile and probably the most often used

power hand tool. (See Fig. E-49.) The more powerful tools of this type can be

used not only to drill holes but also--with special bits and attachments--to sand,

polish, countersink, grind, hammer, stir nonflammable paint, and drive screws.

With other attachements, the drill can be converted to a circular saw, a jigsaw or

a table saw, but such conversions are more popular with the hobbyist than with.the

production-minded industrial user; the latter will generally prefer to use a power

tool specifically designed for the job at hand.

Fig. E-49. Portable electric drill

The 1/4 in. electric drill is generally a high speed tool intended for relatively

light-duty applications; the more powerful but lower-speed 3/8 in. and 1/2 in.

drills are used for heavier jobs. The chuck speed specifipd by the power-tool

manufacturer is generally the "no-load" or free-running speed. The drill speed will

slow down considerably during the drilling operation. If the job calls for heavy

work, an electric drill must be selected that has enough power to turn the chuck

0 at the desired speed without overloading (and thus overheating) the motor.

86

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A cordless drill that requires no power connection is available; its power source

is a self-contained, rechargeable battery. Unlike other portable electric tools,

the cordless drill need not be grounded for safety. This power tool has obvious

advantages for working on roofs, in wet locations, or in other places where it is

difficult ordangerous to run the cords of conventional electric drills.

PORTABLE ELECTRIC SAWS

Hand-operated saws still have many uses in the skilled trades; however, portable

electric saws, because of their versatility and high production capability, have

become the preferred types, particularly in the construction industry. The most

widely used portable electric saws are probably the electric handsaw and the sabre

saw.

THE ELECTRIC HANDSAW

Electric handsaws (portable electric circular saws) are made in sizes to accomodate

saw blades ranging in diameter from about 6 in. to about 9 in. The greater the

blade diameter, the greater the maximum depth of cut of the saw. A saw,.with a

6 1/2 in. blade will make a cut about 2-3/32 in. deep; a 7-1/4 in, saw, a cut

about 2-7/16 in. deep. (See Fig. E-50.)

FEATURES OF ELECTRIC HANDSAWS. Electric handsaws are used primarily for cross-

cutting and ripping wood, standard models being equipped with a combination wood-

cutting blade. Special types of blades are available for cutting nonferrous metals

and ceramics. The base of the saw may be raised or lowered to control the depth of

the cut, and most saws will make a bevel cat up to 45°. The blade rotates counter-

clockwise and cuts in the upward direction. The upper half of the blade is

shielded by a fixed guard; the lower half is shielded by a hinged or telestoping

guard that opens as the blade is presented to the work and automatically closes over

the blade when the cut is completed.

SAFETY AND THE ELECTRIC HANDSAW.

If improperly used, the electric handsaw can be the most dangerous of all portable

electric tools. General instructions for the grounding and safe operation of all

portable electric tools, including saws, are giver elsewhere in this topic; however,

every mechanic should also observe the following special safety rules whenever the

need arises for using an electric handsaw:

- Before connect+ng the saw to the power source, be sure the saw blade is tight on

v`

411the arbor, all guards are in place and in good working order, and all adjusting

devices for depth and angle of cut are securely tightened at the desired

settings. Never make Adjustments to the saw without first disconnecting the

power cord from the outlet.

- Inspect the work before beginning the cut to avoid cutting into nails or other

dangerous obstructions.

- Never reach underneath the material being cut.

- Stand to one side of the cut.

- As soon. as the cut is completed, release the switch. Wait until the blade stops

turning before setting the saw down.

Fig. E-50. Electric handsaw

Fig. E-51. Sabre saw

THE SABRE SAW

The sabre saw is a reciprocating-blade saw; its blade moves up and down in cutting.

(See Fig. E-51.) The blade has a stroke of about 1 in., and its tip pointed

and sharp so that it can start its own hold. Right- or left-hand bevel cuts, sharp

angles and curved cuts are practicable with this power tool. Special saw blades

are available for cutting materials other than wood. The average cutting speed of

sabre saws is about 3,800 strokes per minute.

PORTABLE ELECTRIC SANDERS

Three types of portable electric sanders are in wide use: the belt sander, the

orbital sander and the disc sander. (See Fig. E-52.) These power tools range in .

weight from about 6 pounds to about 30 pounds; the weight of the tool can therefore

be a consideration if the worker must support it for a long period in an awkward

position. Some types of poWer sanders are equipped with a bag'for 311ecting the

dust produced during operation. This can be a desirable feature, especially if the

sander is to be used for prolonged periods; it is unpleasant and even unhealthful

to breath the dust resulting from the sanding operation.

BELT SANDER

ORBITAL OR FINISHING SANDER

DISC SANDER

Fig. E42. Portable electric sanders

89

THE BELT SANDER

The belt sander is most useful for sanding large, flat areas. The sanding is done

in a straight line by a continuous belt that runs over a base plate at high speed.

When used on wood, the sander should be directed with the grad. Belts are avail-

able in several abrasive grades for rough to fine sanding of wood, and special

belts are available for materials other than wood. Belt sanders are sized by the

width and length of the belt.

THE ORBITAL SANDER

The orbital or finishing sander has a rectangular, padded base plate to which a

piece of abrasive paper or cloth is attached by means of clamps. The rotary motor

of the tool is geared to move the base plate rapidly in a limited circular orbit,

and the plate oscillates--moves back and forth and from side to side--thousands

of times per minute as its sands. The orbital sander can therefore be operated

either with or against the grain, and it can be used in small spaces and corners.

It is most useful for finish work.

THE DISC SANDER

IIIThe flexibility of its rotary sanding disc makes the portable electric disc sander

betters suited for sanding uneven or curved surfaces than a straight-line sander.

The disc is removable and can be replaced with attachments for wire brushing,

polishing, buffing and even drilling.

GROUNDING PORTABLE ELECTRIC TOOLS

Safety requires that portable electric tools must be grounded when in use unless

they are of the cordless (battery-operated) type. An electrical system or

appliance is grounded when those metal parts of it that are'not intended to carry

current--the frame and the housing, for instance--are connected to the earth through

some conductive material, normally a grounding wire. The purpose of the grounding

conductor is to carry electric current harmlessly away if it should "leik" to the

metal case of the appliance or tool. Such leaks, which are called fault currents,

result from breakdown of the insulation of the conductors within the tool. When

a live, uninsulated conductor "shorts" to the frame or case of a power tool that

is not properly grounded, the exposed metal parts of the tool also become live.

The tool thus presents a serious shock hazard to the user, who risks being badly

burned or even killed as a result of a heavy fault current flowing from the

defective tool through his or her body to the earth. A correctly grounded power

9

tool gives the user his or her best protection against the hazard of severe or even

'110 fatal electric shock.

The shorting of live conductors with defective insulation to frames, housing and

other normally neutral mc:al parts can occur in any electrical system or device,

but this defect is most likely to occur in portable equipment, which is often

subjected to hard use under adverse conditions. The felxible power cords of

portable electric tools are particularly vulnerable to damage. Misuse or abuse

of a power tool or its cord can also add to the probability of early electMcal

failure and resulting shock hazard.

THE GROUNDING CONNECTION

To be effective, the grounding connection must be continuous from the housing or

frame of the tool through the tool's power cord and plug to the outlet box, and

thence through the wiring syitem to a metal pole or water pipe buried in the earth.

In other words,swhenever a connectionsis made between any of the component parts

of a grounded electrical system--say an electric drill and an extension cord or

the extension cord and the service outlet--the grounding wire of each unit in the

411system must be connected to the grounding wire of the next unit.

GROUNDING CAPS

Every new portable electric tool is equipped with a power cord having an extra

conductor that serves as a grounding wire, and the cord is terminated with a

three-prong grounding cap or plug. The two shorter blades of the cap carry the

current. The longer blade serves as the grounding contact; it is connected to

the grounding conductor in the power cord. The grounding blade is made longer

than the current-carrying blades so that it will be the first to make contact

when the cap is being plugged into the receptacle and the last to break contact

when the cap is being withdrawn. (See Fig. E-53.)

Many residences and workshops are not equipped with outlets designed for three-

prong grounding caps; instead, they have the familiar two-slot receptacles.

Adapters are available to permit use of the three-prong grounding cap in a two-

slot outlet. Older power tools commonly were equipped with a two-prong adapter

cap with a "pigtail" grounding wire like the one illustrated in Fig. E-53. The

user is expected to fasten the pigtail connector to the screw in the center of the

plate covering the outlet box, but this requirement is often neglected. Even if

the user remembers to fasten the pigtail to the plate screw, there is no assurance

that the appliance will be correctly grounded unless it is known that the house

wiring system is correctly grounded. In addition, this old-fashioned adapter cap

introduces a new'hazard: if the loose pigtail gets caught between the Cap and the

receptacle and touches the "liVen blade'of the cap, the entire housing of the tool

will then be live and can then give anyone who touches it a severe or even lethal

shock. This type of cap is now banned by National Electrical Code and should be

replaced by an approved three-prong grounding cap.

T}l PE E- PPONG GROUNDING CAP,

!'llE I ONG BLADE (CIO GROUNDSTHE FRAME OF THE TOOL,

ADAP ('ER PLUG WITH PIGTAIL WIRE,:NOT CONSIDERED A SAFE SUBSTITUTEFOR A THHFE-PHONG (MOUNDING PLUG.

ADAPTER GROUNDING CAP WITH PIG FAIL WIRE:SHOULD RE REPLACED WITH THREE-PRONG CAP,

SCREW-ON ADAPTER: SAFE IF THEELECTRICAL SYSTEM IS GROUN;)ED,

Fig. E-53. Grounding caps and adapters

Another type of grounding adapter, the adapter plug with pigtail shown in Fig.

E-53, is somewhat safer than the adapter grounding cap because it can be properly

attached\to the outlet before the power tool is plugged in. However, the same

objections can be made to it: it will not ground the appliance if the house wiring

system is not correctly grounded and the pigtail might make accidental contact with

a live prong.

Still another grounding adapter has a long center screw that replaces the plate

40screw in the outlet. (See Fig. E-53.) This adapter should provide a safe ground

connection if the house wiring system is correctly grounded. If the wiring system

is known or suspected to be ungrounded, a separate wire must be run from the ground-

ing terminal on the adapter to a water pipe.

The use of a grounding adapter of any kind can only be justified on the basis of

convenience. For safety's sake, correctly grounded receptacles designed for three-

prong grounding caps should be installed in place of the old two -slot receptacles

by a competent electrician, who should also be called upon to install three-prong

caps on power tools that do not have\them. The grounding prong should never under

any circumstances be cut off a three-prong cap for the convenience of the moment.

EXTENSION CORDS

Extension cords used with portable electric tools must include .a grounding conductor

and grounding-type caps and connectors. All conductors must be of adequately

heavy gage wire. The required wire gage depends upon the length of the extension

cord and the current demand of .the power tools with which it is to be used; the

greater the cord length and current demand, the heavier the conductor. Extension

cords should never be used'as voltages beyond their specified maximum. Cords

should have molded-on caps and connectors of the "unbreakable" type to preclude

411 any possibility of mistakes in their wiring. Only a competent electrican should

be permitted to make up an extension cord on the job or repair existing cords or

connectors; if a wire were to be improperly connected in an extension cord, a very

dangerous shock hazard could result.

PREVENTING ELELTRICAL OVERLOADS

Correct receptacles and plugs, correctly installed, serve not only to ground elec-

trical equipment but also to prevent equipment rated for one voltage from being

connected to a circuit of i different voltage. To ensure against damage to equip-

ment resulting from incorrect line voltage, the current-carrying blades of caps on

power cords of equipment rated for 125-volt service are so designed that they

cannot be plugged into the slots of 250-volt receptacles, connector bodies or

motor bases. (See Fig. E-54.) Also, cord caps for equipment drawing 20 amperes

will not fit the slot of grounding receptacles rated for 15-ampere service, and

so on.

Old-style T-slot receptacles that accept caps with either parallel or tandem blades

0 may still be encountered in some locations. (See Fig. E-55.) These are now out-

cen- 1., 0 1.-4 re*.4-71...}05H.Y. SIM.; 411,1%,"......,,-- . .

Jawed and should be replaced by modern receptacles that have grounding terminals

vand are keyed to, prevent equipment from being plugged into the wrong circuit.

15A, 125V

CAPS

015A, 125V

15A, 125V

20A, 125V

20A, 250V

RECEPTACLES

Fig. E-54. Some cap and receptacle types

Fig. E-55. T-slotreceptacle (now outlawed)

SAFETY WITH PORTABLE ELECTRIC TOOLS

Portable electric tools can be dangerous in the hinds of opera .Jrs who are careless

or inadequately trained in their use. Every apprentice should faithfully observe

the following safety rules when operating such tools:

- Keep your mind on your work; avoid distractions.

- Be sure that line-powered tools are grounded.

- Keep a firm gr4p on the tool to retain control if it should catO in the work.

- Be especially careful in wet locations, and never use electric tools where flam-

mable gases or vapors are present. Never use an electric di.ill to stir paint

containing flammable solvents or thinners.

- When you are not using the tool, disconnect it from the power supply.

- Handle power tools with care; sharp, blades, bits and other moving parts revolving

at great speed can inflict serious injury.

- Arrange power cords so that they will not become fouled in the working parts of

the tool. Keep cords away from oil, chemicals and hot surfaces, and never hang

them over nails or sharp-edged objects. Never leave cords lying where they

110might be run over or otherwise damaged or where they could present a stumbling

hazard. Store power tools in a clean, dry place with the cords loosely coiled

9 4

1

to protect the cord insulation.

- Never wear loose clothing when operating.a portable electric tool or any other

power machine.

- Wear safety goggles whenever the use of the power tool could result in the

slightept danger to the eyes.

z

51

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SelfAssEsment

Read each statemrt,and decide whether it is tfue or false. Write T if the'state-, )

ment is true; write F if the statement is false. .

/.

1. k'Portable electric drills are sized by the diameter of the largest drillthat will fit the chuck:

2. The rates speed of a portable electric drill is the speed in revolutionsper minute when rifling metal.

3. The cordless electric drill offers a safety advantage for work in verywet locations.

4. A portable'circular saw can be, used with a special blade to cut non-

16. All ferrous metals.

5, A portable circular saw cannot be used for making bevel cuts.

6. A receiprbcating.saw blade is one that moves up and down.

7. The sabre saw is *signed for cutting wood only.

8. A belt sander can be used only for rough sanding.

9. A belt sander is a straight-line sander.

10. The disc of a disc sander oscillates at high speed.

11. A portable electric drill with a self-contained power source need notbe grounded.

12. The parts of a portable electric tool that must be grounded are thosemetallic components that are not intended to corry current.

13. The correct power cord for use with a grounding cap is one having anextra conductor in addition to the current-carrying conductors.

14. Agrounding adapter is an adequate permanent substitute for a wired-ingrounding receptacle.

9 6

SELF ASSESSMENTANSWER SHEET

1. T

2. F

3. T

4. T

5. F

6.

7. F

8. F

9. T

10. F

11. T

12. T

13. T

14. F

9?

PostAssessment


o

Listed below each numbered item are four possible answers or completing phrases.

Decide which of the four is correct, or most nearly correct; then write the

corresponding letter in the blank at the right of that item.

1. The size of a portable electric drill is determined ,by the tools':

a. horsepower c. chuck capacityb: vol tage rating d. weight

2. The maximum depth of cut of a portable electric circular saw is deter-mined by the:

a. blade diameterb. direction of blade rotationc. motor sized. type of wood to be cut

The portable electric tool best suited for cutting a lArge hole in a',

sheet of plywood is a(n):

a. circular saw c. rotary -blade saw

b. sabtsg saw d. el ectric drill

4. An electrical tool is grounded if:

a. it is connected to a receptacle supplying the correct voltage forthe tool

b. its noncurrent-carrying metal parts are electrically connected tothe earth

.'c. the nameplate of the'tool includes the phrase "factory grbundedappliance ".

d. the blades of the plug are parallel 1

5. If a/portele electric tool with a three-prong grounding cap must beconnected to an old-style two-slot receptacle, the worker should:

a. cut Off the grounding pinb. install a new receptaclec. instalt a new capd. use a correctly grounded adapter

The portable electric sander best suited for sanding curved surfac6sis a(n):

a. orbital sanderb. belt sander

c. disc sanderd. straight-line sander

An ungrounded portable electric tool is dangeroUs to use unless it is:

a. the cordless type i.

b. used only in dry work areas .

c. used only where no flammable gases are presentd. designed for 230-volt operation

8. A 1/4 in. portable electric drill normally takes twist drills of whatdiameter? y i*

a. 1/4 in. only c. 1/8 in. to 1/4 in.b. up to 1/4 in. d. 1/4 in. to 3/8 in.

e . ?

9. The manufacturer's specified chuck speed,for an electric drill isgenerally the:

10.

a. no-load speed -c. normal-load speed'b. half-load speed d. full-load speed

Which one of the following must be done before any parts replacements oradjustments are atteMpted on a portable electric tool?,

a. The tdbl must be cleaned.b. The power cord myst be. unplugged'.

c. The foreman must be notified.d. The switch on the tool must be .off.

99

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